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French
Specification
Pearson Edexcel Level 3 Advanced GCE in French (9FR0)
First teaching from September 2016
First certification from 2018 Issue 2
Summary of A Level French specification
Issue 2 changes
Summary of changes made between previous issue and this current issue Page
number
This document is Issue 2. Key changes are sidelined. We will inform centres of any changes to this
issue. The latest issue can be found on the Pearson website: qualifications.pearson.com
If you need further information on these changes or what they mean, contact us via our website at:
qualifications.pearson.com/en/support/contact-us.html.
Contents
1 Introduction 2
Why choose the Edexcel Level 3 Advanced GCE in French? 2
Supporting you in planning and implementing this qualification 3
Qualification at a glance 4
Weve listened to feedback from the languages community subject associations, academics
and advisors, together with hundreds of teachers and students and have designed a
motivating course of study that will enable your students to develop an advanced level
knowledge and understanding of the French language, the culture of France and other
Francophone countries, as well as practical and valuable language and transferable study
skills. This specification will help to prepare students for higher education and enhance their
employability profile.
Inspiring and engaging themes our qualification features familiar and popular themes
as well as some new content that provides clear links to some of the most fundamental and
interesting aspects of the culture of the target language country and communities.
Popular literary texts and films we offer a rich choice of literary texts and films that
includes contemporary and more classical titles, together with authentic source materials
from France and the wider French-speaking world.
Planning
Our Getting Started Guide, available on our website, gives you an overview of the new
A Level qualification to help you get to grips with the changes to content and assessment
and to help you understand what these changes mean for you and your students.
We will give you an editable course planner and scheme of work that you can adapt to
suit your department.
Our mapping documents highlight key differences between the new and 2008
qualification.
ResultsPlus
ResultsPlus provides the most detailed analysis available of your students exam
performance. It can help you identify the topics and skills where further learning would
benefit your students.
Students must complete their speaking assessment in April/May and all other assessments in
May/June in any single year.
*It is usual for teachers to conduct the speaking assessment with their students during a
timetabled assessment window in April/May, although Pearson offers a visiting examiner
facility. Timetable and fee information will be available on the Pearson qualifications website
www.qualifications.pearson.com
80 marks
Content overview
This paper draws on vocabulary and structures across all four themes. Themes are based on
the society and culture of the language being studied and are listed on pages 89.
Assessment overview
A listening assessment based on a recording, featuring male and female French speakers.
Students will respond to comprehension questions based on a variety of contexts and
sources.
The listening audio files for the sample assessment materials are available on our website.
A reading assessment based on a variety of text types and genres where students will have
to respond to comprehension questions.
120 marks
Content overview
This paper draws on the study of two discrete French works: either two literary texts, or one
literary text and one film. The works must be taken from the list provided in Appendix 2:
Prescribed literary texts and films. The literary texts listed include a range of novels, plays
and a series of short stories. All of the films are feature length.
Assessment overview
This paper includes a translation exercise and two essays on either two literary texts, or one
literary text and one film (students must not answer questions on two films).
Students are not permitted access to a dictionary or any documentation relating to the works
during the examination.
Students must write an extended response on either one or two of the literary texts listed in
Appendix 2: Prescribed literary texts and films.
Students select one question from a choice of two for each of their chosen literary text(s). If
a student answers questions on two literary texts then they do not complete Section C.
Students who answer only one question from a literary text in Section B must now write an
extended response on one of the films listed in Appendix 2: Prescribed literary texts and
films.
Students select one question from a choice of two for their chosen film.
Total assessment time: between 21 and 23 minutes, which includes a single period
of 5 minutes formal preparation time
72 marks
Content overview
Task 1 draws on vocabulary and structures across all four themes (listed on pages 89).
Task 2 is based on independent research selected and carried out by the student. The
research may be based on one of the themes or on the students own subject of interest
related to the society and culture of the language studied.
Assessment overview
Students complete two tasks. Task 1 is worth 30 marks and Task 2 is worth 42 marks.
Students discuss one theme from the specification based on a stimulus containing two
different statements.
Students present a summary of at least two of the written sources they have used for their
research and give a personal response to what they have read.
Students answer questions on their presentation and then have a wider discussion on their
research.
**See Appendix 7: Codes for a description of this code and all other codes relevant to this
qualification.
The four themes address a range of social issues and trends, as well as aspects of the
political and artistic culture of France and French-speaking countries.
Themes 1, 3, and 4 focus on aspects of society or history of France only. Theme 2 requires
students to broaden their knowledge across any Francophone country/countries and/or
community/communities. Each theme is broken into three sub-themes (highlighted in bold).
These sub-themes are each exemplified further.
Les changements dans les attitudes envers le mariage, les couples et la famille.
Lducation
La vie active en France et les attitudes envers le travail; le droit la grve; lgalit des
sexes.
La collaboration; lantismitisme.
Le rgime de Vichy
Jean Moulin, Charles de Gaulle et les femmes de la Rsistance; limplication des Franais
dans la Rsistance.
Content
Students will be assessed on their understanding of spoken and written French from a
variety of types of authentic texts and listening material, as well as their ability to translate
accurately from French into English.
Texts and recordings vary in length to include some extended passages. All spoken and
written materials are culturally relevant to France and French-speaking countries and are
drawn from the four themes (listed on pages 89).
assimilate and use information from spoken and written sources, including material from
online media
summarise information from spoken sources, reporting key points and subject matter
translate from French into English.
Listening
The listening section will be made up of spoken passages covering different registers and
types, including authentic communication involving one or more male and female speakers.
Sources will include material from online media.
Reading
The reading section will be made up of texts containing both factual and abstract content and
will be authentic or adapted from authentic sources. The texts will include contemporary,
historical, literary, fiction and non-fiction, written for different purposes and audiences.
The content of the translation will be taken from one of the four themes.
Assessment information
First assessment: May/June 2018.
The total assessment time is 2 hours. Recommended timings for each section are given
below.
The assessment is out of 80 marks.
There are three sections in the paper, they cover the assessment of listening, reading and
translation skills in French.
Students must answer all questions in each section (A, B and C).
The use of dictionaries is not permitted.
o there are four questions in this section made up of multiple choice and open response,
including questions testing summary skills; all questions are set in French and must be
answered in French
o students will listen to a recording featuring French-language speakers who will speak at
a speed appropriate for the expected understanding at this level
o recordings will be issued as a CD or in MP3 audio format. The MP3 sound files must be
accessed via a secure download from our website
o students will have individual control of the recording and may stop, revisit and replay
sections of the recording as they wish.
For Section B (reading), 50 minutes (recommended), 30 marks:
o students are given one unseen text in French and must translate it into English.
The recommended timings have been set to enable the student to complete each section in
sufficient time.
Content
Students should be able to:
develop a detailed understanding and appreciation of the works studied, by writing critical
and analytical responses in the language of study to the works, taken from the prescribed
list provided (see Appendix 2: Prescribed literary texts and films)
produce responses that show critical appreciation of features such as:
o characterisation;
o form and technique of presentation, e.g. effect of narrative voice in prose text, effect of
camera work in film;
Assessment information
First assessment: May/June 2018.
The total assessment time is 2 hours and 40 minutes. Recommended timings for each
section are given below.
The assessment is out of 120 marks.
There are two parts to this paper, Section A (translation into French) and Sections B and C
(written response to works).
For Section A (translation into French), 30 minutes (recommended timing), 20 marks
o students are given one unseen text in English and must translate it into French.
For Sections B and C (written response to works), 2 hours and 10 minutes, 100 marks
o students must write two essays, either two selected from Section B (literary texts) or
one selected from Section B (literary texts) and one from Section C (films)
o there will be a choice of two questions for each literary text and film. It is recommended
that, in order to give a detailed analysis of the work, students write between
300350 words for each essay, giving justified points of view, arguments and
conclusions with evidence from the work. The whole essay will be marked regardless of
length.
o students are expected to provide a critical and analytical response by selecting relevant
material form the works, presenting and justifying points of view, developing
arguments, drawing conclusions based on understanding, and evaluating issues,
themes and cultural and social contexts related to the works studied.
The recommended timings have been given to enable the student to complete each section
in sufficient time.
Marking guidance
Marking guidance has been written to accompany the SAMs and is included with the SAMs
booklet. Please note that this guidance is for the use of the Pearson-appointed external
examiner. They are printed for reference in the specification to aid understanding of how the
assessment criteria will be applied.
This task is marked using a points-based mark scheme in which 1 mark is given for each
correct individual section of language. Please see the Pearson Edexcel Level 3 Advanced GCE
in French Sample Assessment Materials (SAMs) document for an example of how the
translation will be marked.
There are three levels-based mark grids to be applied to each individual essay that makes up
the written response to works. The mark grids are:
Critical and analytical response (AO4)
Range of grammatical structures and vocabulary (AO3)
Accuracy of language (AO3).
When deciding how to reward an answer, examiners will consult this mark grid as well as
the indicative content associated with each question which can be found in the document
Pearson Edexcel Level 3 Advanced GCE in French Sample Assessment Materials (SAMs).
Indicative content contains points that students are likely to use to construct their answer.
It is possible for an answer to be constructed without mentioning some or all of these
points as long as students provide alternative responses that fulfil the requirements of the
question.
Marks Description
0 No rewardable material.
Marks Description
0 No rewardable language.
912 Some variation in the use of grammatical structures, including some recurrent
examples of complex language; sections of articulate writing with occasionally
stilted phrasing.
Some variation in use of vocabulary, resulting in variation of expression but
this is not sustained.
Some use of terminology appropriate for literary and cinematic analysis.
Additional guidance
Variation of vocabulary and grammatical structures: the traits in the mark grid
differentiate between the variation of grammatical structures and vocabulary used by
students. Examiners will judge in which mark band to place students and which mark to
award, based on the effect that the variety of grammatical structures and vocabulary has on
the quality of the communication; the wider the variety, the more articulate the
communication will become (see definition of articulate below).
Terminology for literary and cinematic analysis: vocabulary for critical analysis
according to the work being studied, for example plot, character; figures of speech such as
metaphor, similes; to describe theme and style such as, camera technique, hand-held
camera, use of black and white, first person narrative.
all grammar and structures included in the grammar list that are specific to A Level.
Marks Description
0 No rewardable language.
Additional guidance
Errors: students are not expected to produce perfect, error-free writing in order to access the
top band as errors are also made by native speakers. The mark grid describes the frequency
of errors and the impact that errors have on coherence.
errors that make it unclear who is carrying out the action, for example using the incorrect
person of the verb
mother-tongue interference.
NB: these are examples only and do not constitute a finite list.
Content
Students should be able to demonstrate:
knowledge and understanding of the cultural context by giving ideas, examples and
information on one of the themes and on a chosen subject of interest they have
researched linked to the social and cultural context of the language studied
the ability to analyse aspects of the cultural context by presenting and justifying valid
arguments, viewpoints and conclusions
the ability to interact and hold a natural and fluent discourse
skill in manipulating language accurately
the ability to respond to written language in speech.
These aspects are assessed via two distinct tasks conducted entirely in the target language,
which are carried out in consecutive order in one session.
Content for this task will be based on any one of the twelve sub-themes from one of the four
overall themes listed on pages 89 of the specification. Students will be able to choose one
out of two sub-themes to discuss and this choice will be given to them on the day. Stimulus
cards will be given as a springboard to the discussion, which the teacher-examiner will then
broaden onto other sub-themes of the wider Theme.
This task is in two parts. Content for this task will be based on the subject of interest that
students have chosen for their independent research project. This may be based on any of
the four themes of study listed on pages 89 of the specification or on a subject of interest of
the students choosing. However, it must relate to the cultural and social context of the
language studied.
Assessment information
First assessment: April/May 2018.
Timing for the speaking assessment:
Recommended timings have been given for each task to enable the student to complete
each one in sufficient time to access the full range of assessment criteria for both tasks.
The assessment is out of 72 marks.
Students complete two tasks Task 1 is worth 30 marks and Task 2 is worth 42 marks.
Assessments will be conducted by teacher-examiners in centres in one session within a
prescribed five-week assessment period. This will take place in April and May in any single
year. Dates for the assessment period will be confirmed in the UK Information Manual at
the start of each academic year. The assessment period will not always be continuous or
be the same period each year, for example it will need to accommodate the Easter break,
which changes each year.
o Part 1: the teacher-examiner asks the two compulsory questions in the order that they
appear on the card. The compulsory questions may be repeated but rephrasing is not
allowed. The teacher-examiner then helps to develop the discussion by asking
appropriate follow-up questions relating to the statement on the stimulus card.
o Part 2: the teacher-examiner then broadens the discussion to cover other aspects of
the overall theme. Optional generic questions are provided by Pearson as a guide to the
questions the teacher-examiner should ask in order to enable the student to meet the
requirements of the assessment criteria, i.e. to elicit examples and information to
demonstrate their knowledge and understanding of the cultural and social context and
to analyse aspects of the research topic by developing and justifying arguments and
forming conclusions.
o Part 1: The discussion must open with a presentation from the student in which they
provide a summary of at least two of the written sources they have used as part of their
research, outlining the authors main points/ideas and giving a personal response to
what they have read. The presentation must not exceed two minutes. In this part of
the task, students are assessed on their ability to respond in speech to written sources.
o Part 2: The discussion must be broadened out to a wider exploration of the content of
the students presentation and of their research as a whole. The teacher-examiner
should use the key findings and list of sources on Form RP3 in Appendix 1: Independent
research form (RP3) to help them formulate their own questions. Optional generic
questions are provided by Pearson as a guide to the questions the teacher-examiner
should ask in order to enable the student to meet the requirements of the assessment
criteria, i.e. to elicit examples and information to demonstrate their knowledge and
understanding of the cultural and social context and to analyse aspects of the theme by
developing and justifying arguments and forming conclusions.
In both tasks, students are expected to ask questions that elicit opinions as part of the
natural discourse and to confirm that their own points of view have been understood (see
guidance provided on Elicit points of view/check for understanding beneath the mark grids
for Interaction (AO1) in the specification and the Pearson Edexcel Level 3 Advanced GCE in
French Sample Assessment Materials (SAMs) document. Students are also expected to take
the lead in the discussions.
The independent research project may be based on any of the four themes of study or on a
subject of interest of the students choosing, but must relate to the cultural and social
context of the language studied.
The independent research project must not be based on one of the literary works or films
studied for Paper 2 but can focus on a wider exploration of the author or film-maker of those
works studied. For example, if studying a novel by a particular author for Paper 2, the
independent research must not focus on that novel as it would be a duplication of content.
However, it could focus on the life of the author or the aspects that motivated the author in
the broader sense.
enable the student to identify at least two written sources, which they can summarise and
give a personal response to in their presentation.
Stage Description
It is recommended that students start on the identification stage as early as possible in the
academic year. However, learning hours for the independent research project are not
specified because the process of information collation and investigation is undertaken
independently. Students should be prepared to talk in detail about their subject of interest
for 10-11 minutes.
give guidance on selecting a subject and question or statement for the students
independent research project
explain what independence means (see definition in Guidance on the independent
research project)
comment on the suitability of the area of research (availability of resources, time
constraints)
give guidance and advice on completing Form RP3
advise and direct students to the assessment objectives
provide a selection of resources for student access.
Teachers must:
confirm that the question or statement has the potential to meet the requirements of the
assessment criteria and offer general guidance on any necessary amendments
ensure that the question or statement does not correspond with one of the literary works
or films that the student has studied for Paper 2. Teachers will be able to identify this from
the information given on Form RP3. Students will receive a mark of zero for Task 2 if their
independent research project focuses on a work studied for Paper 2
review each students Form RP3. Teachers should ensure that the research can suitably
access the specification requirements and give general guidance on the methodology and
analytical tools that the student could use
promote good practice such as referencing and using a bibliography system
sign the students Form RP3 before the examination to declare that the independent
research project is wholly the students work
monitor the different research projects being undertaken in a centre to ensure that
independence is being maintained. If more than one student chooses to research the
same topic, the teacher must ensure that each student has a different question or
statement and therefore an independent focus.
If the above is not adhered to, the awarding organisation will investigate this as a potential
case of malpractice. If malpractice is found to have taken place, a penalty will be applied
dependent on the circumstances and severity of the malpractice.
For full information regarding malpractice, please see the section entitled Malpractice on
page 44 of the specification and the JCQ document Suspected Malpractice in Examinations
and Assessments 201516.
The examiner must stop marking at the end of the sentence once the maximum assessment
time has passed, even if the recorded conversation has gone beyond the maximum time.
When deciding how to reward an answer, examiners will consult both this mark grid as well
as the AL speaking Task 1: indicative content associated with each question. This is
included in the document Pearson Edexcel Level 3 Advanced GCE in French Sample
Assessment Materials (SAMs). Indicative content contains points that students are likely to
use to construct their answer. It is possible for an answer to be constructed without
mentioning some or all of these points, as long as students provide alternative responses
that fulfil the requirements of the question.
Marks Description
0 No rewardable material.
Straightforward ideas, arguments, conclusions are deemed to be those that give the
standard, predictable response.
This mark grid assesses students ability to use a range of grammatical structures and
vocabulary in order to produce articulate communication with a range of expression. It also
assesses students ability to apply grammar and syntax accurately and accuracy of
pronunciation
Marks Description
0 No rewardable language.
46 Some variation in the use of grammatical structures and vocabulary, with use of
some repetitive complex and idiomatic language, resulting in some variation of
expression; some sequences of articulate communication.
Accurate sequences of language, resulting in some coherent speech; sometimes
errors occur that hinder clarity of communication.
Pronunciation and intonation are intelligible though sometimes inaccurate.
Additional guidance
all grammar and structures included in the grammar list that are specific to A Level.
Errors: students are not expected to produce perfect, error-free speech in order to access the
top band. The mark grid describes the frequency of errors and the impact that errors have
on clarity.
Interaction (AO1)
This mark grid assesses students ability to interact with the examiner by giving relevant
responses based on what they have heard, by initiating communication and eliciting points of
view.
Marks Description
0 No rewardable material.
Additional guidance
Communication strategies: strategies that aid communication and allow the conversation
to be sustained, for example rephrasing, circumlocution, adjusting the message, asking for
clarification/repetition, repair strategies such as self-correction; these strategies enable
students to deliver the message when exact vocabulary or expressions are not known.
This grid is used to assess the students two-minute presentation only, it is not applied to
the discussion that follows the presentation. This mark grid assesses students ability to
understand and respond in speech to written language that is drawn from a variety of
sources and to summarise information from written sources in speech. The written sources
will be those that students read as part of their independent research and they must refer to
at least two named written sources during their presentation.
For guidance on what might be included in the presentation and how it may be structured,
see Indicative content for Task 2 Part 1, independent research presentation in the
document Pearson Edexcel Level 3 Advanced GCE in French Sample Assessment Materials
(SAMs)
Marks Description
0 No rewardable material
1012 Presents a clear summary of named written sources, giving a clear outline
of authors main points/ideas.
Gives a convincing personal response to the written sources supported with
clear justification.
Additional guidance
This grid assesses students ability to communicate information about and demonstrate
appreciation of different aspects of culture and society related to the countries/communities
where the language is spoken. They are also assessed on their ability to respond critically
and analytically to different aspects of the culture and society by selecting relevant material,
presenting and justifying points of view, developing arguments, drawing conclusions based
on understanding and evaluating issues.
Marks Description
0 No rewardable material
Additional guidance
Straightforward ideas, conclusions, arguments are deemed to be those that give the
standard, predictable response.
This mark grid assesses students ability to use a range of grammatical structures and
vocabulary in order to produce articulate communication with a range of expression. It also
assesses students ability to apply grammar and syntax accurately and accuracy of
pronunciation.
Marks Description
0 No rewardable language
Additional guidance
Errors: students are not expected to produce perfect, error-free speech in order to access the
top band. The mark grid describes the frequency of errors and the impact that errors have
on clarity.
NB: these are provided as examples only and do not constitute a finite list.
Interaction (AO1)
This mark grid assesses students ability to interact with the examiner by giving relevant
responses based on what they have heard, by initiating communication and eliciting points of
view.
Marks Description
0 No rewardable material.
Additional guidance
Communication strategies: strategies that aid communication and allow the conversation
to be sustained, for example rephrasing, circumlocution, adjusting the message, asking for
clarification/repetition, repair strategies such as self-correction; these strategies enable
students to deliver the message when exact vocabulary or expressions are not known.
General information
A pack of assessment materials will be sent to centres in advance of the prescribed
five-week assessment period, which is during April and May. This must be kept in secure
conditions by the Examinations Officer until it is given to the teacher-examiner responsible
for the conduct of the speaking assessment. Students must not gain access to these
materials before the assessment commences. The teacher-examiner may open the pack
three working days before the day scheduled for the start of the speaking assessment, in
order to be familiar with the material and to prepare questions in advance. The
assessment materials in this pack must not be removed from the centre premises.
The teacher-examiner responsible for the conduct of the speaking assessments is required
to preserve the confidentiality of the examining materials: these materials must be
handed back to the Examinations Officer on completion of the tests and must be kept
secure.
Complete, unedited recordings of all assessments must be submitted to Pearson-
appointed external examiners for marking on USB or CD-ROM.
All assessments will be marked against assessment criteria that can be found in the
specification and the Pearson Edexcel Level 3 Advanced GCE in French Sample
Assessment Materials (SAMs) document.
Centres must have procedures in place to verify the identity of all students at the time of
the assessment. They need to confirm this in the Form RP3 in Appendix 1: Independent
research form (RP3). Centres are required to submit to Pearson one completed Form RP3
for each student in the cohort.
Students must return their notes and stimulus card to the teacher-examiner at the end of
the assessment.
Any notes made during the preparation time must be kept securely by the centre until the
end of October.
Students cannot have access to a dictionary, or any other resource, during the preparation
time.
The teacher-examiner must test that both the machine used for recording the speaking
assessment and the backup machine are working before the assessment begins. Both
machines should be used in order to mitigate against any problems with the recordings,
and recordings should be checked after the assessment to ensure they have worked.
The purpose of the form is to provide sufficient information for the teacher-examiner to
conduct a discussion; students will not be assessed on the contents of Form RP3.
The summary of the 6 to 10 key research findings is to be completed by the student in
English in advance, on Form RP3.
Students will be required to declare the literary work(s) and/or film studied for Paper 2 on
Form RP3 so the teacher-examiner can ensure that there is no repetition of this material
in Task 2. Students and teachers must sign a declaration on Form RP3 to confirm all work
is the students own.
Students are allowed to refer to their Form RP3 in Task 2, but they are not allowed to write
additional notes on it. It will be checked by the teacher-examiner in the examination room.
Visiting examiners
It is usual for teachers to conduct the speaking assessment with their students during a
timetabled assessment window in April/May, although Pearson offers a visiting examiner
facility. Timetable and fee information will be available on our website.
Marking guidance has been written to accompany the SAMs and is included with the SAMs
booklet. Please note that this guidance is for the use of the Pearson-appointed external
examiners, who will mark the assessments. They are printed for reference only so as to aid
understanding of how the criteria is applied.
% in GCE
Students must: A Level
AO1 Understand and respond: 20
in speech to spoken language including face-to-face interaction
AO4 Show knowledge and understanding of, and respond critically and 20
analytically to, different aspects of the culture and society of
countries/communities where the language is spoken
Total 100%
Entries
Details of how to enter students for the examinations for this qualification can be found in
our UK Information Manual. A copy is made available to all examinations officers and is
available on our website.
Students should be advised that if they take two GCE qualifications with the same discount
code, colleges, universities and employers they wish to progress to are likely to take the
view that this achievement is equivalent to only one GCE. The same view may be taken if
students take two GCE qualifications that have different discount codes but have significant
overlap of content. Students or their advisers who have any doubts about their subject
combinations should check with the institution they wish to progress to before embarking on
their programmes.
Language of assessment
Assessment of this qualification will be in French. All student work must be in French, except
the translation in Paper 1 (Section C), which requires a response in English.
Access arrangements
Access arrangements are agreed before an assessment. They allow students with special
educational needs, disabilities or temporary injuries to:
access the assessment
show what they know and can do without changing the demands of the assessment.
Access arrangements should always be processed at the start of the course. Students will
then know what is available and have the access arrangement(s) in place for assessment.
Reasonable adjustments
The Equality Act 2010 requires an awarding organisation to make reasonable adjustments
where a person with a disability would be at a substantial disadvantage in undertaking an
assessment. The awarding organisation is required to take reasonable steps to overcome
that disadvantage.
A reasonable adjustment for a particular person may be unique to that individual and,
therefore, might not be in the list of available access arrangements.
Special consideration
Special consideration is a post-examination adjustment to a student's mark or grade to
reflect temporary injury, illness or other indisposition at the time of the
examination/assessment, which has had, or is reasonably likely to have had, a material
effect on a students ability to take an assessment or demonstrate their level of attainment in
an assessment.
Further information
Please see our website for further information about how to apply for access arrangements
and special consideration.
For further information about access arrangements, reasonable adjustments and special
consideration, please refer to the JCQ website: www.jcq.org.uk
Candidate malpractice
Candidate malpractice refers to any act by a candidate that compromises or seeks to
compromise the process of assessment or which undermines the integrity of the
qualifications or the validity of results/certificates.
Staff/centre malpractice
Staff and centre malpractice includes both deliberate malpractice and maladministration of
our qualifications. As with student malpractice, staff and centre malpractice is any act that
compromises or seeks to compromise the process of assessment or which undermines the
integrity of the qualifications or the validity of results/certificates.
More detailed guidance on malpractice can be found in the latest version of the document
General and Vocational Qualifications Suspected Malpractice in Examinations and
Assessments Policies and Procedures, available at www.jcq.org.uk/exams-office/malpractice.
The raw marks for Paper 1 and 3 in this qualification will be scaled by Pearson to represent
the relative weighting of 40% for Paper 1 and 30% for Paper 3.
This A Level qualification will be graded and certificated on a six-grade scale from A* to E
using the total subject mark. Individual papers are not graded.
Students who would benefit most from studying this qualification are likely to have a Level 2
qualification such as a GCSE in French.
Progression
This qualification offers a suitable progression route from GCSE and AS Level, focusing on
the development of all four language skills, listening, speaking, reading and writing.
Grammar and the mastering of linguistic features are key elements of this qualification as is
the inclusion of authentic written and spoken sources, responding through writing to
literature and film, and independent research.
Students are expected to be able to develop knowledge and understanding of the social
issues and trends and political and artistic culture of the target language country and
communities. They should be able to express and justify their own opinions, develop
arguments, and persuade, in speech and writing, building on the fluency and spontaneity
developed at Key Stages 3 and 4.
The skill of translation will be developed from those skills practised at Key Stages 3 and 4.
The range of topics promotes a clear progression in grammar, vocabulary and cultural
knowledge and understanding from Key Stages 3 and 4, and will increase linguistic and
cognitive demand. The grammar list illustrates the level required for this qualification.
This qualification offers a suitable progression route to further study at university level. In
addition, the study of one language at GCE can facilitate and help promote the learning of
other languages. The qualification may also add to an individuals employability profile,
particularly for UK organisations trading overseas as well as with international companies
based in the UK and globally. Students can progress to a wide range of careers in areas such
as journalism and media, education, science, medicine, the civil service, sales, marketing,
retail and charities.
Students will be able to apply their knowledge, skills and understanding to authentic, real-life
contexts. They will develop transferable skills that support study of other GCE subjects,
higher education study, and the transition to employment, together with an understanding
and appreciation of French-speaking countries and their cultures.
Examination series:
Research question/statement:
This form must be submitted no later than three weeks in advance of the date of the assessment.
Candidates are permitted to take a copy of this form into the assessment but they are not allowed
to write additional notes on it.
1 6
2 7
3 8
4 9
5 10
List of sources: The following sources were used during the course of conducting the
independent research (students must include at least two written sources, which students
must refer to during their presentation in Task 2)
The independent research project must not be based on one of the literary works or films studied
for Paper 2. Students will receive a mark of zero for Task 2 if their independent research project
focuses on a work studied for Paper 2.
(1) ......................................................................................................................
(2) ......................................................................................................................
Candidate declaration: I declare that the material I have used for my independent research
project is not based on either of the works studied for Paper 2. I declare that the work submitted
for this assessment is my own. I have clearly referenced any sources used in the work. I
understand that false declaration is a form of malpractice. I agree to my work being used to
support professional development, online support and training of teachers and examiners.
Teacher declaration: I declare that this work is solely that of the candidate and that it has been
carried out in line with Pearson and JCQ documentation for the conduct of the examinations. I
agree to this work being used to support teachers and examiners.
Literary texts
Boule de Suif et autres contes de guerre (Boule de Suif, Un Duel, Deux Amis, La Mre
Sauvage), Guy de Maupassant, 1880 (short stories)
La Place, Annie Ernaux, 1983 (novel)
Le Bl en Herbe, Colette, 1923 (novel)
Films
Au Revoir les Enfants, dir. Louis Malle (1987)
Chocolat, dir. Claire Denis (1988)
In the examination, students will be required to use, actively and accurately, grammar and
structures appropriate to the tasks set, drawn from the following lists. The mention of an
item in these lists implies knowledge of both its forms and its functions at an appropriate
level of accuracy and complexity.
The examples in italics in parentheses are indicative, that is they serve to illustrate the part
of speech or structure that the students must know and hence do not represent an
exhaustive specification of the required grammatical knowledge. For items marked (R),
receptive knowledge only is required.
Nouns
Gender
Singular and plural forms
Articles
Definite, indefinite and partitive
Adjectives
Agreement
Position
Comparative and superlative
Use of adjectives as nouns (e.g. le vieux, les Anglais)
Numerals
Cardinal (e.g. un, deux)
Ordinal (e.g. premier, deuxime)
Expression of time and date
Adverbs
Formation of adverbs in ment
Comparative and superlative
Interrogative (including combien (de), comment, o, pourquoi, quand)
Quantifiers/intensifiers
Including assez, beaucoup, moins, plus, la plupart, plusieurs, presque, tant, trs, trop
Relative (including qui, que, dont, lequel etc., auquel etc., ce qui, ce que)
Demonstrative (celui, celle, ceux, celles; and celui-ci/celui-l etc.)
Indefinite (including quelquun, quelque chose)
Verbs
Conjugation of regular -er, -ir, -re verbs, modal verbs, principal irregular verbs, including
reflexive verbs
Agreement of verb and subject
Use of il y a
Modes of address (tu, vous)
Impersonal verbs
Constructions with verbs
o present
o imperfect
o future
o conditional
o future perfect
o conditional perfect
o pluperfect
Passive voice
o present tense
o perfect tense
Prepositions
All prepositions, both simple (e.g. sous) and complex (e.g. au-del de)
Conjunctions
Coordinating conjunctions (e.g. et, ou, mais)
Subordinating conjunctions
Negation
Use of negative particles (e.g. ne...pas, ne...personne, ne...que)
Use of ne with negative subjects (e.g. Personne nest venu)
Questions
Commands
Word order
Inversion after speech
Inversion after adverbs
Other constructions
Time expressions with depuis and il y a
Comparative constructions
Indirect speech
Discourse markers
e.g. Au contraire, En fait
Fillers
e.g. alors, bon
This qualification has also been developed to meet criteria stipulated by Ofqual in their
documents GCE Qualification Level Conditions and Requirements and GCSE/GCE Subject
Level Conditions and Requirements for Modern Languages (French, German, Spanish),
published in May 2015.
[1]
Pearsons World Class Qualification Principles ensure that our qualifications are:
demanding, through internationally benchmarked standards, encouraging deep learning and
measuring higher-order skills
rigorous, through setting and maintaining standards over time, developing reliable and valid
assessment tasks and processes, and generating confidence in end users of the knowledge, skills
and competencies of certified students
inclusive, through conceptualising learning as continuous, recognising that students develop at
different rates and have different learning needs, and focusing on progression
empowering, through promoting the development of transferable skills, see Appendix 5:
Transferable skills.
education
The reform of the qualifications system in England is a profoundly important change to the
system. Teachers need to know that the new qualifications will assist them in
helping their learners make progress in their lives.
When these changes were first proposed we were approached by Pearson to join an Expert
Panel that would advise them on the development of the new qualifications.
We were chosen, either because of our expertise in the UK education system, or because of
our experience in reforming qualifications in other systems around the world as diverse as
Singapore, Hong Kong, Australia and a number of countries across Europe.
Importantly, we have worked to ensure that the content and learning is future oriented. The
design has been guided by what is called an Efficacy Framework, meaning learner outcomes
have been at the heart of this development throughout.
We understand that ultimately it is excellent teaching that is the key factor to a learners
success in education. As a result of our work as a panel we are confident that we have
supported the development of qualifications that are outstanding for their coherence,
thoroughness and attention to detail and can be regarded as representing world-class best
practice.
Sir Michael Barber (Chair) Professor Lee Sing Kong
Dr Peter Hill
The Organisation for Economic Co-operation and Development (OECD) defines skills, or
competencies, as the bundle of knowledge, attributes and capacities that can be learned and
that enable individuals to successfully and consistently perform an activity or task and can be
built upon and extended through learning.[ 1]
To support the design of our qualifications, the Pearson Research Team selected and
evaluated seven global 21st-century skills frameworks. Following on from this process, we
identified the National Research Councils (NRC) framework as the most evidence-based and
robust skills framework. We adapted the framework slightly to include the Program for
International Student Assessment (PISA) ICT Literacy and Collaborative Problem Solving
(CPS) Skills.
The adapted National Research Councils framework of skills involves the following[2].
Cognitive skills
Non-routine problem solving expert thinking, metacognition, creativity.
Systems thinking decision making and reasoning.
Critical thinking definitions of critical thinking are broad and usually involve general
cognitive skills such as analysing, synthesising and reasoning skills.
ICT literacy access, manage, integrate, evaluate, construct and communicate[3].
Interpersonal skills
Communication active listening, speaking communication, written communication,
assertive communication and non-verbal communication.
Relationship-building skills teamwork, trust, intercultural sensitivity, service
orientation, self-presentation, social influence, conflict resolution and negotiation.
Collaborative problem solving establishing and maintaining shared understanding,
taking appropriate action, establishing and maintaining team organisation.
Intrapersonal skills
Adaptability ability and willingness to cope with the uncertain, handling work stress,
adapting to different personalities, communication styles and cultures, and physical
adaptability to various indoor and outdoor work environments.
Self-management and self-development ability to work remotely in virtual teams,
work autonomously, be self-motivating and self-monitoring, willing and able to acquire
new information and skills related to work.
Transferable skills enable young people to face the demands of further and higher education,
as well as the demands of the workplace, and are important in the teaching and learning of
this qualification. We will provide teaching and learning materials, developed with
stakeholders, to support our qualifications.
[1]
OECD Better Skills, Better Jobs, Better Lives (OECD Publishing, 2012)
[2]
Koenig J A, National Research Council Assessing 21st Century Skills: Summary of a Workshop (National
Academies Press, 2011)
[3]
PISA The PISA Framework for Assessment of ICT Literacy (2011)
The Extended Project encourages students to develop skills in the following areas: research,
critical thinking, extended writing and project management. Students identify and agree a
topic area of their choice for in-depth study (which may or may not be related to a GCE
subject they are already studying), guided by their teacher.
The Extended Project has 120 guided learning hours (GLH) consisting of a 40-GLH taught
element that includes teaching the technical skills (for example research skills) and an
80-GLH guided element that includes mentoring students through the project work. The
qualification is 100% internally assessed and externally moderated.
Through the Extended Project, students will develop skills that support their study of French,
including:
conducting, organising and using research
independent reading in the subject area
planning, project management and time management
defining a hypothesis to be tested in investigations or developing a design brief
collecting, handling and interpreting data and evidence
evaluating arguments and processes, including arguments in favour of alternative
interpretations of data and evaluation of experimental methodology
critical thinking.
The dissertation uses secondary research sources to provide a reasoned defence or a point of
view, with consideration of counter-arguments.
An alternative might be an investigative project or field study involving the collection of data
from primary research, for example:
a study of the impact of emigration on the local community in a Francophone country
a statistical survey of changing social attitudes towards using digital devices for reading
the news in France.
A field study might consider an issue that lends itself to primary research, for example an
investigation into the impact of government subsidies on the French film industry.
Information to support the delivery and assessment of the Extended Project, including the
specification, can be found on our website.
Paper codes These codes are provided for reference Paper 1: 9FR0/01
purposes. Students do not need to be
Paper 2: 9FR0/02
entered for individual papers.
Paper 3: 9FR0/03
*www.gov.uk/government/publications/2018-performance-tables-discount-code
Edexcel, BTEC and LCCI qualifications are awarded by Pearson, the UKs largest awarding
body offering academic and vocational qualifications that are globally recognised and
benchmarked. For further information, please visit our qualifications website at
qualifications.pearson.com. Alternatively, you can get in touch with us using the details on
our contact us page at qualifications.pearson.com/contactus
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This specification is Issue 2. Key changes are sidelined. We will inform centres of any
changes to this issue. The latest issue can be found on the Pearson website:
qualifications.pearson.com
References to third party material made in this specification are made in good faith. Pearson
does not endorse, approve or accept responsibility for the content of materials, which may
be subject to change, or any opinions expressed therein. (Material may include textbooks,
journals, magazines and other publications and websites.)